Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Speaking often causes difficulties for English learners, especially in Japan where receptive skills are the primary focus of school education. A modified version of Paul Nation's 4/3/2 Technique, 3-2-1 Fluency activity can serve as a powerful tool for developing students' fluency and preparing them for any speaking task. This presentation will explain how the 3-2-1 Fluency activity works and demonstrate two examples with additional foci, which are to practice the functional language (with the use of target functional phrases) and to prepare for an extended speaking task (by generating ideas for the task).
IELTS Preparation through Video Journaling
J. P. Owatari-Dorgan
Nagasaki International University, Japan
As interest in study abroad increases throughout Asia, IELTS preparation has become a focus for students, educators and institutions. Due to logistical constraints, providing adequate preparation for the speaking portion of the test proves to be a serious obstacle for many educators and institutions. This presentation will explore a method for overcoming this obstacle through student-recorded video responses to IELTS speaking prompts and consistent, meaningful feedback. The presenter will discuss the development and implementation of this method as well as the results of a one-year trial with a small group of Japanese university students.
Communicating Identities: Yonsei in Tokai
Shizuoka Board of Education, JET Program, Japan
For decades, Japanese migrants have intersected with multiple diasporas, with the largest in Brazil and Peru. As the local Japanese population declines, more immigrants, particularly Yonsei (fourth-generation Japanese) families, are coming back to Japan for employment and education. These families carry nuanced experiences in learning Japanese and English in Japan. This is a comparison of how Yonsei residents develop their English and Japanese comprehension in contrast with Japanese locals. Brazilian, Peruvian, and Japanese families were interviewed in the Tokai region. These interviews confirmed that Yonsei residents develop their learner identities much differently in public/private schools, Eikaiwa, and community-based classes.
Using Different Moves in Classroom Interactions
Shumei University, Japan
This poster presentation reports on the impact eight different teacher moves had on classroom interactions in a Japanese university. The moves were speaker referrals, statements of mind, open questions, reflective statements, statements of interest, declarative statements, closed questions, and back-channeling. It was found that the type of move the teacher employed affected both the length of students' responses, with four moves consistently encouraging more output, and the type of information they gave. This suggests that a variety of moves should be employed by educators to help students produce more and to practice responding to discourse moves other than questions.